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“Transformative music engagement: Making music learning matter”

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Webinar! University of Cambridge Coordinator: Dr Pamela Burnard.

Engagement underpins learning in the 21st century and when combined with transformative experience and positive youth development frameworks, it turns music learning into meaningful, participatory actions from which young people derive a sense of connection, purpose, fulfilment, and wellbeing. I will present findings from recent research that demonstrates how we might involve youth in transformative music experiences, how to recognise affordances and constraints to music learning, and how to measure associated learning outcomes, such as increased valuing of music activities, personal and social commitment to music learning, and respect for others’ learning. There is growing momentum among music educators that recognises the need to empower music learners and encourage active inquiry, dialogue and reflection to inspire expansive music learning opportunities and transformative music engagement.

Dr. Susan O’Neill has an interdisciplinary background with graduate degrees in psychology, education and music performance. She is Associate Professor in Arts Education and Director of Research for Youth, Music and Education (RYME) and Multimodal Opportunities, Diversity and Artistic Learning (MODAL Research Group) at Simon Fraser University in Vancouver, Canada. She has been awarded many visiting fellowships including the University of Michigan, USA (2001-03) and a Miegunyah Distinguished Visiting Fellow (2012) at the University of Melbourne. She has published widely in music psychology and arts education. She is editor of Personhood and Music Learning: Connecting Perspectives and Narratives and the forthcoming book Music and Media Infused Lives: Music Education in a Digital Age. Her collaborative research projects explore young people’s music and arts engagement related to expansive learning opportunities, positive youth development, values, self-identities, wellbeing, intergenerational learning, digital media and multimodal literacies, and cultural understandings.

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